SciELO - Scientific Electronic Library Online

 
vol.36 número01O paradoxo francês: cultura histórica significativa e didática da história incertaCartografias temporais: metodologias de pesquisa da consciência histórica índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Compartir


Educação e Realidade

versión impresa ISSN 0100-3143

Resumen

LAUTIER, Nicole. Historical Knowledge in School Contexts: circulation, transformation and adjustment. Educ. Real. [online]. 2011, vol.36, n.01, pp.39-58. ISSN 0100-3143.

The historical knowledge taught and learnt in school contexts has at least one aspect in common with the academic discipline of history: it demands the same kind of phenomenological comprehension. Analyzing the teaching of institutions (monarchy, democracy) and events (conquests, wars, economic crisis), this study describes some of the main cognitive processes - such as selection of information, figurative interpretation, and resources for analogies and metaphors -grounded on schemes of familiar reception by the students, which permit them to appropriate historical knowledge. Considering that the responsibility for school learning of history stimulates other forms of thinking, this analysis indicates some recurring themes which constitute important moments when the identity logics and the practices and constraints of the teaching process are confronted.

Palabras clave : Epistemology; History; Social Representations; Learning; Professional Identity.

        · resumen en Portugués     · texto en Portugués     · Portugués ( pdf )